340NO. RAMSUNDAR LPS

340NO. RAMSUNDAR LPS was established in 1950 and it is managed by the Department of Education. It is located in Rural area. It is located in PATHERKANDI block of KARIMGANJ district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Bengali is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Government building. It has got 1 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has Barbed Wire Fencing boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 70 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

340NO. RAMSUNDAR LPS: A Rural Primary School in Assam, India

340NO. RAMSUNDAR LPS, a government-run primary school, stands as a vital educational institution serving the rural community of Patherkandi block in Karimganj district, Assam. Established in 1950 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, with a notable inclusion of a pre-primary section. The school’s commitment to education is evident in its dedicated team of two teachers – one male and one female – alongside a single head teacher, Aniruddha Mallah. Bengali serves as the primary language of instruction.

The school’s infrastructure, while modest, is functional. The single classroom is well-maintained, supplemented by two additional rooms for non-teaching purposes and a dedicated space for the head teacher. The school is secured by barbed wire fencing. While currently lacking electricity, the school provides access to clean drinking water through functional hand pumps. Separate functional boys’ and girls’ toilets further enhance the school’s facilities.

A significant asset is the school’s library, housing 70 books, fostering a love for reading among the students. The school also provides mid-day meals, prepared and served within the school premises, ensuring that students receive proper nutrition. Despite its limitations, the school provides a vital educational service.

The school’s location in a rural setting highlights the importance of its role in providing accessible education to children in underserved areas. This underscores the need for ongoing support and resource allocation to improve facilities and enhance the overall learning experience. The lack of electricity and playground represent areas where improvements could significantly benefit the students. The absence of computers and a computer-aided learning lab reflects a common challenge for many schools in similar settings, highlighting the digital divide in education.

The school’s management structure, under the Department of Education, indicates a commitment to providing basic educational opportunities. However, there is scope for exploring opportunities to expand its resources and upgrade its infrastructure.

The school’s relatively small size and limited resources represent a common scenario for many primary schools in rural India. The dedication of the teachers and the provision of essential services like mid-day meals and a library demonstrate a commitment to providing a quality education within the existing constraints.

The school’s success hinges on ongoing support and collaboration among various stakeholders, including the local community, the Department of Education, and potential non-governmental organizations (NGOs). Improving access to technology, upgrading infrastructure, and providing professional development opportunities for teachers could enhance the learning environment significantly.

The absence of ramps for disabled children presents a significant barrier to inclusivity and needs immediate attention. Addressing this challenge could be achieved through various accessible solutions, ensuring all students have equal access to education.

Further development could include efforts to secure electricity connections, which would enable the use of educational technologies and improve the overall learning environment. Similarly, developing a playground would provide crucial recreational opportunities for the students, promoting physical activity and holistic development. The existing library could be expanded to enrich the learning resources available to the students.

In summary, 340NO. RAMSUNDAR LPS serves as a vital educational hub in a rural community, despite its limited resources. By addressing its challenges and leveraging collaborative opportunities, the school can strive to provide a better and more inclusive educational experience for its students. The dedication of the teachers and the existing services provide a solid foundation for future growth and development.